The History curriculum underpins our students understanding of the society in which we live as well as the wider world around us. This allows for the exploration of ever- changing societies from the Medieval period through to the twenty first century. This develops students chronological understanding, the changing nature of historical themes, empathy, and the ability to formulate opinions whilst respecting others. Through the curriculums range of topics, our students are encouraged to think critically about the world around them and how this has been shaped through time and perspective.
Our carefully sequenced curriculum centres around a coherent chronological framework whilst developing their understanding of key concepts and themes such as government, warfare, and religion. These are interleaved throughout every topic and year that students study History, to ensure an understanding of change and continuity to measure levels of progression against a criterion of judgement.
Understanding of key concepts, such as significance, causation, consequence allow for us to challenge students’ mindsets to think, write and speak like a Historian. Students are encouraged to be curious and question, analyse and evaluate information to reach well-supported judgements.
This pedagogy is underpinned by:
· Each topic being studied provides opportunities for students to see an interleaving of themes across the years by immersing students in a continuously broadening range of societies, cultures, and perspectives.
· A focus on developing students’ evaluative and analytical writing
· Regular use of live modelling and exemplars to demonstrate how to think, talk and write like a Historian.
· Frequent retrieval opportunities to deepen knowledge to commit it to their long-term memory
· Providing regular opportunities for student to improve through feedback that is driven by the students and their understanding of their own progress.
We believe that students should also develop an understanding of the following through their History lessons:
· A chronological understanding of world History from 1066-2022.
· Understanding of themes that occur throughout the time periods and their ever- changing nature according to context.
o Religion
o Government
o Warfare
o Economic
o Social
o Individuals
o Politics
o Relations
o Medical
o Technological
· To have empathy for those studied
· To understand the past and its context – not make judgements and have misconceptions about beliefs and ideas from the time.
· To understand modern current affairs and how history has had an impact.
· To develop informed opinions whilst respecting others.
· Skills & The Norman Conquest
· Medieval England
· The Crusades and tolerance
· Challenges to the Crown and Church
· The Tudors
· Causation Why did William win the Battle of Hastings?
· Consequence Explain two consequences of the Black Death
· Knowledge The crusades
· Sources How useful are the sources for an enquiry into the murder of Thomas Beckett?
· Sources What happened to Wat Tyler?
· Knowledge The monarchy
The KS3 WGS Baccalaureate activities for the History subject Award
· Early Elizabethan England
· What is an empire? The Benin Empire
· The British empire - Transatlantic Slave Trade
· The British empire – India and Australia
· The Industrial Revolution
· Causation Explain why the Spanish were defeated during the Spanish Armada
· Causation Explain why slavery was abolished
· Interpretations How far do you agree with Interpretation one about who benefitted the most from the British Empire?
The KS3 WGS Baccalaureate activities for the History subject Award
· Why did WW1 begin?
· WW1 trench warfare
· The interwar years
· Nazi Germany and the Holocaust
· Terrorism
· A century of change
Assessments
· Knowledge Warfare key words
· Causation “The First World War started because of militarism.” How far do you agree?
· Sources How useful are the sources for an enquiry into life in the trenches?
· Causation “Hitler was able to commit atrocities because of the use of terror.” How far do you agree?
· Causation “The British were mainly responsible for the conflict in the Middle East.” How far do you agree? Explain your answer
· Significance “The most significant event in the lives of Ethel and Ernest was WW2.” How far do you agree?
The KS3 WGS Baccalaureate activities for the History subject Award
In Year 10, students are taught the content and exam skills. Students will explore a thematic study with an historical environment and a Period Study.
· Medicine through time c.1250-present
· The British sector of the Western Front, 1914-18: injuries, treatments and the trenches.
Unit 2 topics:
· Early Elizabethan England, 1558-88
History GCSE revision resources
In Year 11, students are taught the content and exam skills for the remaining exams with a British depth study and finally a modern depth study.
· Superpower relations and the Cold War, 1941-91
Unit 3 topics:
· The USA, 1954-75: conflict at home and abroad
GCSE History specificationHistory GCSE revision resources
Unit 1
· Russia, 1917–91: from Lenin to Yeltsin
Unit 2
· The German Democratic Republic, 1949–90
All these topics are assessed through external examinations.
More detail on the A level curriculum
· A World Divided: Super Power Relations
· Protest, agitation and parliamentary reform in Britain, c1780-1928
History A level revision resources
